The Learning Together Programme – Foundation Peeps 4s Level is an early learning intervention for families living in disadvantaged communities with a child between 4 and 5 years. It is delivered by two early childhood professionals to families in a group of up to eight families for 33 sessions over one year.
The information above is as offered/supported by the intervention provider.
4 to 5 years old
Group
The PEEP Learning Together Programme by Peeple is for parents with a child between birth and age 5 living in disadvantaged communities. Foundation PEEP for 4s is for families with a child between the ages of 4 and 5 years old.
Learning Together Programme – Foundation PEEP 4s Level is delivered by two early childhood professionals (a group leader and a group assistant who have received the PEEP training), who run a weekly group for up to eight families over 33 sessions over a year. During these sessions, parents learn skills which will improve their children’s social and emotional development, communication and language, early literacy and numeracy, and health and physical development. There is a particular focus on school readiness. The content of the sessions is based on the ORIM framework:
Children may also receive the PEEP curriculum through nursery, if they attend a PEEP nursery: families receive the Learning Together material focusing on early literacy and school readiness. Nursery teachers may support the PEEP curriculum through conversations with parents, home visits, special PEEP events, and PEEP talking times at nursery.
In the first part of the sessions, parents discuss the theme of the week, following the PEEP curriculum for 4s, about self-concept and feelings, oral language or numeracy. In the second part of the session, parents and children come together for circle time, with songs, rhymes, and stories, linked to the theme of the discussion. At the end of the session, parents can borrow play packs, books, and scrap materials to use at home.
4 to 5 years old
Families living in disadvantaged communities
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
School readiness skills (including vocabulary and self-regulating skills) at age 4 are a strong predictor of children’s success in primary and secondary school.
Science-based assumption
An enriching home learning environment during the early years is strongly associated with young children’s school readiness.
Science-based assumption
Family disadvantage negatively impacts parents’ ability to provide an enriching home learning environment.
Intervention
Parents learn how to support their child’s early learning and social and emotional development
Children participate in activities aimed at supporting their early learning.
Short-term
Parents implement learning activities in the home
Children are more curious and confident learners
Children have higher self-esteem.
Medium-term
Improved child language and literacy
Improved child numeracy
Improved child school readiness.
Long-term
Improved school achievement in primary and secondary school.
Families with a child aged 4 to 5 years old, living in disadvantaged communities.
Learning Together Programme – Foundation PEEP 4s Level is delivered in 33 sessions of one hour duration each, over one year, by two practitioners (a group leader and group assistant), to groups of up to eight families. It may also be delivered through PEEP nurseries through support to parents.
Parents learn how to give opportunities for children to learn, to recognise when children have learned something new, and to model skills and behaviours in games and activities.
In each session, the group leader discusses an aspect of children’s learning with parents, and models these skills through a song and story time with the children. Parents can also borrow materials to use at home with their children. At PEEP nurseries, parents are given Learning Together materials to use at home, and supported through contact with nursery staff and PEEP events.
The practitioner who delivers this intervention is an early childhood professional. A trained nursery teacher may also support delivery at nurseries.
The practitioners have 14 hours of intervention training. Ongoing monthly training is provided. Booster training of practitioners is not required.
It is not required that practitioners receive supervision.
Intervention fidelity is maintained through the following processes:
Contact person: Sally Smith
Organisation: Peeple
Email address: info@peeple.org.uk
Website: www.peeple.org.uk
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Learning Together Programme – Foundation PEEP 4s Level’s most rigorous evidence comes from two comparison group studies conducted in the UK and consistent with Foundations’ L2+ evidence strength criteria.
The first study observed statistically significant improvements on validated assessments of PEEP 4s children’s literacy and vocabulary skills in comparison to children not receiving the intervention. Classroom teachers were also more likely to perceive PEEP 4s children as having greater self-esteem related to their cognitive competence in comparison to non-PEEP pupils.
The second study also observed statistically significant improvement of PEEP 4’s children language and vocabulary compared to children not receiving the intervention.
Learning Together Programme – Foundation PEEP 4s Level has preliminary evidence of improving a child outcome, but we cannot be confident that the intervention caused the improvement.
| Identified in search | 2 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 0 |
| Study design | QED |
| Country | UK |
| Sample characteristics | 156 children aged 4 and their parents, who were participating in a PEEP group or in a matched comparison group who were participating in other playgroups in nearby areas with similar characteristics, living in a disadvantaged community in Oxfordshire |
| Race, ethnicities, and nationalities | Not available |
| Population risk factors | Families living in disadvantaged areas |
| Timing | Baseline, post-intervention |
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 2+ |
| Citations | Evangelou, M., & Sylva, K. (2003) The effects of the peers Early Educational Partnership (PEEP) on Children’s Developmental Progress. Department for Education and Skills. |
| Study design | QED |
| Country | United Kingdom |
| Sample characteristics | Children aged 4 to 5 years old who participated in the PEEP intervention, aimed at disadvantaged communities in Oxford, UK, and a group of matched children living in similarly disadvantaged urban areas in Oxfordshire, UK. The total number varied from 284 to 319 children, depending on the measure, and whether a matched child could be found. |
| Race, ethnicities, and nationalities |
|
| Population risk factors | Participants were recruited from socioeconomically disadvantaged urban areas |
| Timing | Baseline, 12 months post-baseline |
| Child outcomes | Improved language and vocabulary (child assessment) |
| Other outcomes | No other outcomes |
| Study rating | L2+ |
| Citations | Evangelou, M., Brooks, G., Smith, S., & Jennings, D. (2005) Birth to school study: A longitudinal evaluation of the Peers Early Education Partnership (PEEP). |
No other studies were identified for this intervention.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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